This short essay described much of my high school experience. While I really tried to ensure that I did my best in school, I often found myself playing the "game of school" in my science and math classes. I took average level mathematics which was composed of several different types of students (most of which were just there for the sake of avoiding the truancy officer). Most of the instructors I had would get so fed up with students not caring about the curriculum, they no longer cared about doing their jobs. This, in turn, made me feel like just getting by. The disruption and neglect were probably the most prominent features in these classes. Many teachers found themselves overwhelmed by chaos in the classroom or playing the game of "catch-up" when they fell behind in the syllabus. Usually, scenarios like these ended with frustration for both teachers and students. Some of the less experienced teachers often had trouble corralling their rowdy students when classes began, and, frankly, there was not much that the administration did to help them. Very rarely did we ever have visits from the principal or superintendent to check up on how our teachers were faring. I feel like classes would have run much more smoothly if our educators could get some support, instead of being thrown to the sharks like they often were at my school. I feel like if those teachers could have performed at their full potential, it would have garnered some attention from their students. Many pupils ended up dropping out by my junior year of school, and many didn't come at all. They simply waited until they turned sixteen, turned in the drop-out form, and went on their merry way to minimum wage jobs. I think a big question we have to ask is why are so many kids unmotivated? What is so appealing about perpetually doing the minimum? It certainly does not make life easier, and it doesn't feel rewarding. I think to combat this "game of school" we really need to start looking at how our students are reacting to the classroom and what draws their attention to the material. We need to make it relevant to their lives so they can form some sort of passion for learning, however meager it is. Students need support as well, both in school and at home. We need more funding for afterschool homework and tutoring programs, because it is so much easier to put in the effort when you feel like you are not alone.
This short essay described much of my high school experience. While I really tried to ensure that I did my best in school, I often found myself playing the "game of school" in my science and math classes. I took average level mathematics which was composed of several different types of students (most of which were just there for the sake of avoiding the truancy officer). Most of the instructors I had would get so fed up with students not caring about the curriculum, they no longer cared about doing their jobs. This, in turn, made me feel like just getting by. The disruption and neglect were probably the most prominent features in these classes. Many teachers found themselves overwhelmed by chaos in the classroom or playing the game of "catch-up" when they fell behind in the syllabus. Usually, scenarios like these ended with frustration for both teachers and students. Some of the less experienced teachers often had trouble corralling their rowdy students when classes began, and, frankly, there was not much that the administration did to help them. Very rarely did we ever have visits from the principal or superintendent to check up on how our teachers were faring. I feel like classes would have run much more smoothly if our educators could get some support, instead of being thrown to the sharks like they often were at my school. I feel like if those teachers could have performed at their full potential, it would have garnered some attention from their students. Many pupils ended up dropping out by my junior year of school, and many didn't come at all. They simply waited until they turned sixteen, turned in the drop-out form, and went on their merry way to minimum wage jobs. I think a big question we have to ask is why are so many kids unmotivated? What is so appealing about perpetually doing the minimum? It certainly does not make life easier, and it doesn't feel rewarding. I think to combat this "game of school" we really need to start looking at how our students are reacting to the classroom and what draws their attention to the material. We need to make it relevant to their lives so they can form some sort of passion for learning, however meager it is. Students need support as well, both in school and at home. We need more funding for afterschool homework and tutoring programs, because it is so much easier to put in the effort when you feel like you are not alone.